Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

M. Jean Mohammadi-Aragh, Mississippi State University; James Warnock, Mississippi State University; Amy Barton, Mississippi State University; Rani Warsi Sullivan, Mississippi State University; Bill B Elmore, Mississippi State University; Jane Nicholson Moorhead, Mississippi State University

Tagged Divisions

First-Year Programs

were framed in the context of the engineering disciplineof the faculty member leading the module. The panel sessions were designed to provide studentswith an overview of engineering disciplines not represented by course instructors. Thus, ABE,CEE, CSE, ISE, and ME hosted panel sessions with two 45-minute panels held on each panel Page 26.867.10day. Suggested panel composition included a student, a faculty member, the undergraduate  coordinator, and the department head, with final panel composition left to department heads’discretion. Each panel was asked to briefly introduce different concentrations available in theirmajor, typical career paths

Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

Héctor Enrique Rodríguez-Simmonds, Purdue University, West Lafayette, IN; Juan David Ortega-Alvarez, Universidad EAFIT, Medellin, Colombia - Purdue University, West Lafayette, IN; S. Zahra Atiq, Purdue University; Stephen R Hoffmann, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

engineering major Item Occurrence Average rank Self-led exploration of engineering disciplines 496 2.26 Advice from family or friends not at Purdue 349 2.89 Advice from other Purdue students 344 2.95 An "Engineering Your Major" session 274 2.63 An extracurricular activity or experience 256 2.83 Guest Presentations in ENGR131 166 3.15 Advice from a faculty member 162 3.48 Advice from an FYE Advisor

Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

Frank Blubaugh, Purdue University; Joyce B. Main, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, and family members may also influence a  student’s  major  selection.  Researchers haveidentified factors, such as career prospects, personal interests, parental influence, effects ofclimate and culture, to be important. Although a few models of major choice exist, relativelylittle attention has been given to examining engineering disciplinary choice (e.g. Mechanical,Environmental, Civil, Chemical, or Industrial). Our research aims to fill this gap from a uniqueperspective—since music genre preference can represent diversity in the broad dimension ofexperiences, we explore whether there is an association between music genre preference andengineering discipline choice.Music penetrates all aspects of modern society, including academic settings

Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kerry L. Meyers, Youngstown State University; Gregory Warren Bucks, University of Cincinnati; Kathleen A Harper, The Ohio State University; Victoria E Goodrich, University of Notre Dame

Tagged Divisions

First-Year Programs

includesa 1-credit course devoted to selection of an engineering major. This includes hands-on activitieslead by faculty and industry professionals to learn about each of the engineering disciplinesoffered.At the Private institution, the students are exposed to a basic engineering design process throughmulti-week projects that are not intended to aide in engineering discipline selection. However,students complete a series of homework assignments throughout the semester that aid inselecting their major, understanding engineering career options, and integrating into the Collegeof Engineering.At the Large Land Grant, the students are exposed to a variety of engineering disciplines throughweekly laboratory experiences, but selection of a major is not a

Conference Session

First-year Programs Division Technical Session 11: Curricular and Program Innovations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marisa Exter, Purdue University; Iryna Ashby, Purdue University; Mark Shaurette, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

and challenges of implementingthe first year in an experimental pilot program. As part of a set of initiatives to transform highereducation at Purdue University, the Polytechnic Institute (PI) was designed to be a multi-disciplinary, hands-on, competency-based experience for undergraduate students in technologyprograms. In Spring 2014, the PI began recruiting students, and in Fall 2014, the programopened its doors to its first cohort. The faculty who had taken a year to design and develop thefirst year curriculum eagerly awaited their new mentees. However, students came in with theirown hopes and concerns, which impacted their desire to join and remain in the program.Students were not alone in their decision-making. They were guided and

Conference Session

First-year Programs Division Technical Session 9: Focus on Student Learning, Lifelong Learning, and the Whole Student

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julianne D. Vernon, University of Michigan; Lorelle A Meadows, Michigan Technological University; Stacie Edington, University of Michigan

Tagged Divisions

First-Year Programs

problem solving.To facilitate the development of self-authorship among first year students, we designed thediscussion sessions as a developmental pathway introducing self-awareness, identity work andgoal setting. The framework and details of the content were created and delivered by peerfacilitators on a weekly basis. The peer facilitators were given time to add their own personalaspects to the content to imbue the session with personal credibility, create an respectful sharingatmosphere and engage students in open discussion. Table 1 provides a list of the discussiontopics covered through the course of the semester. Appendix A1 provides the full session listingincluding the original course structure and the modified course structure with lecture

Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Maritza Paz, The University of Texas at Austin, Cockrell School of Engineering; Margo Cousins, University of Texas, Austin; Cindy D. Wilson, University of Texas, Austin; Mia K. Markey, The University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

College, Columbia University. Her BA is also from Columbia.Dr. Mia K. Markey, The University of Texas at Austin Dr. Mia K. Markey is a Professor of Biomedical Engineering and Engineering Foundation Endowed Faculty Fellow in Engineering at The University of Texas at Austin as well as Adjunct Professor of Imaging Physics at The University of Texas MD Anderson Cancer Center. A 1994 graduate of the Illinois Mathematics and Science Academy, Dr. Markey earned her B.S. in computational biology (1998) from Carnegie Mellon University and her Ph.D. in biomedical engineering (2002), along with a certificate in bioinformatics, from Duke University. The mission of Dr. Markey’s Biomedical Informatics Lab is to develop decision

Conference Session

Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

shaping and supportingstudents’ group-learning experiences.6 While faculty practices are important in all group-learningapproaches, they can be particularly important for supporting under-represented students, whooften experience marginalization in such settings. Both faculty and peers can marginalizeindividual students in a variety of ways, including through assignment of work tasks, validationof work tasks, validation of ideas or perspectives, and the nature of the group task itself.First, at the onset of an activity, task assignment biases can often result from unconsciousexpectations about who may be more (or less) suited to certain tasks.7, 8 While each team isdifferent, with a different set of identities and personalities, there is also

Conference Session

First-year Programs Division Technical Session 12: Teaching and Advising Students in that Critical First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jess W. Everett, Rowan University; Maria Perez-Colon, Rowan University

Tagged Divisions

First-Year Programs

Page 26.693.2information about courses and registration procedures, and ensuring that students enroll in thecorrect courses. Developmental advising encourages a two-way relationship with the advisor andstudent working together to help the student make his or her own decisions. Praxis is a hybrid ofprescriptive and developmental advising. Based on their study of millennials, the authorsrecommended dual advising where a professional advisor provides prescriptive advice and amentor, such as a faculty member, provides developmental support. According to Wiseman andMessitt, institutions using faculty advisors should provide specialized support.7 Faculty report (a)advising training helps them use their teaching skills in an advising setting and (b

Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Ryan J Meuth, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

also teaches courses in Computer Engineering for the School of Computing, Informatics, and Decision Sys- tems Engineering at Arizona State University Page 26.259.1 c American Society for Engineering Education, 2015 Assessment of Communication, Teamwork, and Engineering Motivation in Inter-Disciplinary Projects Implemented in an Introduction to Engineering CourseIntroductionInter-disciplinary project teams are a fact of engineering careers. Inter-disciplinary thought andaction are required to solve many of today’s technological and social challenges

Conference Session

First-Year Programs Division Technical Session 7: The Transition from High School to College

Collection

2015 ASEE Annual Conference & Exposition

Authors

Caitlin Cairncross, University of Portland; Sharon A. Jones P.E., University of Portland; Zulema Naegele, University of Portland; Tammy VanDeGrift, University of Portland

Tagged Divisions

First-Year Programs

their first two years of college1. Therefore, it is particularly important to support studentsduring this critical period in their education, and help them build the skills necessary to ensuretheir continued success in engineering.To help combat this problem, the University of Portland introduced a retention programspecifically to assist 1st and 2nd year students who are behind in their degrees, and who areconsidered at risk of leaving engineering. During the year-long program, students work with acounselor to explore tactics for academic success, and to discuss educational planning(particularly with regards to getting on track to graduate in four years). For many of thesestudents, the perceived inability to graduate in four years, and the

Conference Session

First-year Programs Division Technical Session 10: Paying Attention to Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sydney N Hallman, University of Oklahoma; Chad Eric Davis P.E., University of Oklahoma

Tagged Divisions

First-Year Programs

Engineering and Sciences Mentor Breakout Group Meeting Diversity and Inclusion Programs 10 -Making Good Decisions Exploring Majors-Aerospace and Mentoring Day 11 Mechanical Engineering and Industrial -Personality Styles and Systems Engineering Mentor Breakout Group Meeting Lean and Six Sigma 12 -Rewards Career Services and Internship Panel Alumni Panel of Industry Professionals 13 Discussion with Mentors Engineering Ethics Video Career Services 14 -Ethics Worksheet 15 Class Surveys and Wrap-Up Class Surveys and Wrap UpMentors meet for two hours the week

Conference Session

First-year Programs Division Technical Session 8: Project-based Learning and Cornerstone Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mike Elmore, Binghamton University; Sharon B Fellows, Binghamton University; Koenraad E Gieskes, Binghamton University; Lee A Cummings, Binghamton University

Tagged Divisions

First-Year Programs

project-based curriculum to more fully Page 26.751.3engage first-year students.Project Descriptions The projects in spring 2013 were selected by the engineering Graduate Teaching Assistants(GTAs), who work within the first-year program. Each GTA represents one of the engineeringdisciplines within the Watson School: Mechanical, Electrical, Computer, Systems Science andIndustrial, and Biomedical engineering departments. Each GTA submitted three ideas andpresented them to the Engineering Design Division faculty, who made the final decisions. Theengineering faculty then wrote a brief summary of each project for the students. Each GTAserves as an

Conference Session

First-year Programs Division Technical Session 10: Paying Attention to Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

William John Palm IV P.E., Roger Williams University; Charles R Thomas, Roger Williams University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

post-secondary institutions, the study university has implemented several programs tohelp first-year students transition to college. Three such programs relevant to this study include: 1. First Year Seminars (FYS) – special sections of a three-credit core curriculum course. Compared to other sections of the core courses, FYS include only first-semester students, are limited to an enrollment of eighteen students per section, are taught by a full-time faculty member (instead of adjunct faculty), and include additional learning outcomes intended to develop academic habits of mind (i.e., reflection, explanation, etc.). 2. RWU Experience (RWUXP)41 – a non-credit course meeting one hour per week. Led jointly by a faculty

Conference Session

First-year Programs Division Technical Session 6: Hands-on Projects and Spatial Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Ocif Love, Northeastern University; Susan F Freeman, Northeastern University; Kris Jaeger-Helton, Northeastern University; Richard Whalen, Northeastern University

Tagged Divisions

First-Year Programs

Freeman, Northeastern University Susan Freeman, is a member of Northeastern University’s Gateway Team, a group of teaching faculty expressly devoted to the first-year Engineering Program at Northeastern University. The focus of this team is on providing a consistent, comprehensive, and constructive educational experience that endorses the student-centered, professional and practice-oriented mission of Northeastern University.Dr. B. Kris Jaeger, Northeastern University Beverly Kris Jaeger, PhD is on the full-time faculty in the Department of Mechanical and Industrial Engineering at Northeastern University teaching Simulation Modeling and Analysis, Facilities Planning, and Human-Machine Systems. She has also been an

Conference Session

First-year Programs Division Technical Session 11: Curricular and Program Innovations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elisabeth A. Chapman, Clarkson University; Elisabeth Maria Wultsch, Clarkson University; Jan DeWaters, Clarkson University; John C. Moosbrugger, Clarkson University; Peter R Turner, Clarkson University; Michael W. Ramsdell, Physics Dept. Clarkson University; Robert Prout Jaspersohn, Clarkson University

Tagged Divisions

First-Year Programs

case study in particular.14 As designed, this open-endedrole-play experience in which the roles are clearly defined and personalities described not onlyenables students to experience “live” decision making process, it also allows them to explore theeffects of personality, relationships, and ambiguous data on decisions. The challenges facedduring the “live” decision-making of the role play stands in stark contrast to the “hindsight is20/20” perspective that seems to prevail when the students read the Challenger case study,though many of the influencing factors (e.g., economic, political, ambiguous data) are similar.Students who are not playing a role are assigned one of four types of observer roles (informative,normative, responsibility, and